• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Dg (test)
 

Dg (test)

on

  • 342 views

 

Statistics

Views

Total Views
342
Views on SlideShare
306
Embed Views
36

Actions

Likes
0
Downloads
2
Comments
0

2 Embeds 36

http://dynamicpdf.weebly.com 20
http://www.weebly.com 16

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Dg (test) Dg (test) Document Transcript

    • OAKLAND UNIFIED SCHOOL DISTRICTDESIGN GUIDELINESDRAFT5/28/2013
    • DRAFT1500 Sansome Street, Roundhouse OneSan Francisco, CA 94111415 402 0888
    • DRAFT3Oakland Unified School District Design GuidelinesDesign GuidelinesTable of Contentsplace text here
    • DRAFT4Oakland Unified School District Design GuidelinesDesign GuidelinesLaura BinczakPhysical Education Programs ManagerOUSD Leadership, Curriculum and InstructionRoland BroachDirector of Custodial ServicesOUSD Facilities Planning & ManagementAndrea BustamanteElev8 Initiative DirectorOUSD Family, Schools and Community PartnershipsJoe CavanaghDirector of ConstructionOUSD Facilities Planning & ManagementNora CodySafe Routes to School Program CoordinatorOUSD Family, Schools and Community PartnershipsAnn Mayo GallagherDistrict LibrarianOUSD Library ServicesMaxwell GaraVISTA - Indoor Air Quality SpecialistOUSD Health and WellnessMara Larsen-FlemingManager of School-Based Health CentersOUSD Family, Schools and Community PartnershipsJoanna LockeDirector of Health and WellnessOUSD Family, Schools and Community PartnershipsJulia MaAfterschool Programs CoordinatorOUSD Leadership, Curriculum and InstructionTadashi NakadegawaDirector of FacilitiesOUSD Facilities Planning & ManagementDon NeuwirthOakland Schoolyard Initiative ManagerOUSD Family, Schools & Community PartnershipsMichelle OppenManager of Coordinated School HealthOUSD Family, Schools, and Community PartnershipsSue PonFamily Literacy Program AdministratorOUSD Family, Schools, and Community PartnershipsCurtiss SarikeyAssociate SuperintendentOUSD Family, Schools and Community PartnershipsMia SettlesExecutive OfficerOUSD Instruction and Operational AlignmentCharles SmithBuildings and Grounds CoordinatorOUSD Facilities Planning & ManagementRon SmithPrincipalWest Oakland Middle School, OUSDPreston ThomasPrincipalLife Academy, OUSDContributorsContributors - Shared Use
    • DRAFT5Oakland Unified School District Design GuidelinesDesign GuidelinesSoraya BrooksElementary School TeacherPrescott Elementary School, OUSDJoe CavanaghDirector of ConstructionOUSD Facilities Planning & ManagementKelvin ChanManager of Technology ServicesOUSD Information and Technology ServicesCaleb CheungManager of Science ProgramsOUSD Leadership, Curriculum and InstructionDavid ColbertFacilities CoordinatorOUSD Facilities Planning & ManagementRoma GrovesPrincipalMartin Luther King Jr. Elementary SchoolRandy HornDeputy Manager of ConstructionOUSD Facilities Planning & ManagementLeah JensenInstructional TechnologistOUSD Leadership, Curriculum and InstructionHelen KeelsPre-Kindergarten TeacherSankofa Elementary School, OUSDTracey LoganProject ManagerOUSD Information and Technology ServicesCesar MonterrosaFacilities CoordinatorOUSD Facilities Planning & ManagementKara OettingerAutism, Behavior & Support Program CoordinatorOUSD Programs for Exceptional ChildrenManisha PatelProject ManagerOUSD Information and Technology ServicesCheyenne ProngaSTEM Grant Coordinator/New Teacher SupportOUSD Teach Tomorrow In OaklandCharles SmithBuildings and Grounds CoordinatorOUSD Facilities Planning & ManagementKei SwensonKindergarten TeacherSankofa Elementary School, OUSDMia SettlesExecutive OfficerOUSD Instruction and Operational AlignmentContributors - 21st Century ClassroomsContributors
    • DRAFT6Oakland Unified School District Design GuidelinesDesign GuidelinesZenobia BarlowExecutive DirectorCenter for EcoliteracyBijan BeigiProject ManagerOUSD Facilities Planning & ManagementEnomwoyi BookerPrincipalPrescott Elementary School, OUSDChristine BroachHead CustodianOUSD Facilities Planning & ManagementRoland BroachDirector of Custodial ServicesOUSD Facilities Planning & ManagementJoe CavanaghDirector of ConstructionOUSD Facilities Planning & ManagementDavid ColbertFacilities CoordinatorOUSD Facilities Planning & ManagementNancy DemingSustainability Initiatives ManagerOUSD Family, Schools, Community PartnershipsAlex EmmottFarm to School Program SupervisorOUSD Nutrition ServicesPark GuthrieCoordinator of Garden Education ProgramsOUSD Learning, Curriculum and InstructionAdam KesselmanChefCenter for EcoliteracyRobert LawAdministrative SupervisorOUSD Nutrition ServicesJennifer LeBarreDirectorOUSD Nutrition ServicesCesar MonterrosaFacilities CoordinatorOUSD Facilities Planning & ManagementMelvin MumphreyHead CustodianOUSD Facilities Planning & ManagementMichael QuintanaStudentMet-West High School, OUSDCarolie SlyDirector of Education ProgramsCenter for EcoliteracyCharles SmithBuildings & Grounds CoordinatorOUSD Facilities Planning & ManagementLeroy StokesDirector of Buildings & GroundsOUSD Facilities Planning & ManagementContributors - Kitchens & GardensContributors
    • DRAFT7Oakland Unified School District Design GuidelinesDesign GuidelinesLisa AhnSenior Strategic FellowOUSD Staff WellnessSusan BenzProgram CoordinatorOUSD College & Career Readiness OfficeLaura BinczakPhysical Education Programs ManagerOUSD Leadership, Curriculum and InstructionTimothy BremnerHigh School Teacher/Academy DirectorCastlemont High School, OUSDJoe CavanaghDirector of ConstructionOUSD Facilities Planning & ManagementDavid ColbertFacilities CoordinatorOUSD Facilities Planning & ManagementDaniel HurstPrincipalFremont High School, OUSDBeverly JarrettAdministrator on Special AssignmentOUSD High Schools NetworkDiana KampaProgram ManagerOUSD College & Career Readiness OfficeAlison McDonaldExecutive OfficerOUSD High Schools NetworkCesar MonterrosaFacilities CoordinatorOUSD Facilities Planning & ManagementTadashi NakadegawaDirector of FacilitiesOUSD Facilities Planning & ManagementPhil RydeenVisual and Performing Arts Programs ManagerOUSD Leadership, Curriculum and InstructionMegan SweetProgram CoordinatorOUSD School Portfolio ManagementRussell WhiteLeague CommissionerOakland Athletics LeagueContributors - Middle Schools & High SchoolsContributors
    • DRAFT8Oakland Unified School District Design GuidelinesThese Design Guidelines are the result of afocused engagement process with OUSD staff,school facility experts, as well as a study ofrelevant school facility code requirements andbest practices. Working groups consisting ofOUSD stakeholders developed content forthis document through a discussion of topicsidentified in the 2012 Facilities Master Plan:• Shared Use• Kitchens and Gardens• 21st Century Classrooms• Middle School & High School facilitiesThis is a living document that should beupdated on a regular basis with additional inputand new facility requirements.The goal of OUSD’s strategic vision: CommunitySchools, Thriving Students is to create “aFull Service Community School District thatserves the whole child, eliminates inequity, andprovides each child with excellent teachers forevery day.” To this end, school facilities must noonly be high quality learning environments, butalso support a variety of wrap-around servicesand community-based activities.This document describes physical designspecifications and functional requirements forrooms, building systems, and school grounds,and includes additional guidelines to properlyaccommodate new patterns of uses, enableshared access, and provide improved securitythroughout the day.By establishing a consistent framework for thedesign of all capital projects, facilities built bythe district will meet equitable standards ofhigh quality, performance, and functionality.From this common starting point, design teamswill engage stakeholders in order to assess theunique characteristics of the site and developan understanding of the school program’sdistinct identity and needs. As a result, eachproject will produce individualized architecturaloutcomes.Sustainability is a guiding principle for allprojects. OUSD’s Design Guidelines align withdesign criteria established by the Coalitionfor High Performance Schools, in order to:“protect student and staff health, and enhancethe learning environments of school childreneverywhere; conserve energy, water, and othernatural resources, and reduce waste, pollution,and environmental degradation.” Moreover,these elements should be made visible andprominent so that facilities themselves becometeaching tools.These Design Guidelines are a companionto the OUSD Educational Specifications, atechnical document that describes the samespecifications and functional requirements incompliance with State of California regulations.Both documents incorporate legal coderequirements, published best design practices,and input from stakeholders who use OUSDfacilities.IMPLEMENTATIONNew construction projects should be able toimplement the full set of specified criteria, whilerenovation projects may be constrained bysite features or existing structural elements atthe project site. In such cases, the cost of eachdesign requirement will be weighed and valuedagainst the benefit it provides.New ConstructionNew construction projects should adhere toall relevant specifications, while design teamsshould actively engage the school communityto gather additional input on the desiredoutcomes.Renovations/ModernizationsRenovations should adhere to thesespecifications in so much as meeting therequired specifications does not drasticallychange the planned scope of work. If asite or facility has features that make fullimplementation infeasible, design teams mayexplore alternative options in consultationwith the District’s Facilities Department andschool leadership.INTRODUCTION
    • DRAFT9Oakland Unified School District Design GuidelinesDesign GuidelinesMISSION + VISIONOakland Unified School District is becoming a Full Service Community District that serves the whole child,eliminates inequity, and provides each child with excellent teachers for every day. All students will graduatefrom high school. As a result, they are caring, competent, and critical thinkers, fully‐informed, engaged andcontributing citizens, and prepared to succeed in college and career.GOALS + PRIORITIESThe District’s Facilities Master Plan and the subsequent voter approval for Measure J has established the fol-lowing directives for school facility construction and improvement projects:IntroductionPurposeEducationalInnovationClassrooms must be capable of supporting multiple modes of teaching, hands-onlearning, and the evolving educational technologiesSafety Students at and around school sites must be safe from earthquakes, crime, andautomobile accidents.School Identity Facility improvements should maintain and support the school’s unique identity, evenwhen altering the physical environment.DiverseProvidersEstablishing and supporting a diverse portfolio of school options in Oakland willlower District costs, allow OUSD to allocate its resources most efficiently, and improveeducational outcomes for all of Oakland’s children.Well-RoundedCommunity CitizensSchool Facilities must include space for the arts and music, athletics, wellness, andstudent support services. Schools will help students embrace culture and creativity,develop leadership and teamwork skills, and maintain a healthy lifestyle.Equity OUSD must adopt an equity-centered facility investment strategy, and improvementsshould support quality school options in every Oakland neighborhood.Efficient Use ofResourcesAll resources will be used in service of Oakland’s children, youth, and families. Schoolsites should be highly used by school programs, community partners, and theneighborhoods surrounding them. Other sites should be creatively utilized to generatethe maximum benefit for OUSD and its students.Flexibility School facilities are used for decades and sometimes even longer. In order for thesespaces to remain effective in the future, all facilities, but classrooms especially mustbe able to support a variety of activities and adapt to evolving pedagogies andtechnology.Sustainability School facilities should consist of high-performance buildings that use water andenergy efficiently while contributing to the quality of Oakland’s built environment. Asmuch as possible, sustainable systems should be passive solutions that are simple tooperate, maintain and repair.
    • DRAFT10Oakland Unified School District Design GuidelinesCAMPUS DESIGN AND FUNCTIONNeighborhood Connections• Identify opportunities to connect tocommunity resources that provide servicesnot available on campus (e.g. public library,park, youth center).• Consider parking needs for neighboringorganizations for increased parking spotsduring community events.• Consider access and pedestrian routes topublic transportation.• Schools may require office space for acommunity manager, located near mainoffice.Signage• Install lit signage that clearly identifies themain entry point to a campus in compliancewith Building & Grounds signage guidelines.• Post a campus map that highlights andprovides clear directions for spacescommonly used by the community.• Provide display space or electronicsignage to communicate school news andinformation (special instructions, eventnotices, etc.).• Clearly identify/label all buildings on theexterior, and rooms on the interior.• Showcase sustainable building features,with labels and explanations of theirimportance.• In rooms with reconfigurable walls, postsignage describing how to properlymaintain effective ventilation, heating, andlighting.Security & Access• There should be one primary drop-off/pick-up point near the main entrance to theschool.• All outdoor spaces should be well-lit, havehigh visibility, and be easy to supervise.• Install surveillance cameras at critical pointson campus (e.g. building entryways, roomswhere high-value items are stored such ascomputer labs).• Campus-wide alarm systems should featuremultiple control zones, allowing certainzones to be secured while others are open.Consider technologies that permit remotemonitoring by school administration.• Consider electronic keying systems.• Consider installing infrastructure andtechnology for 2-way communicationthroughout the campus.Sustainability• Consider methods to reduce water usage inrecreational and landscaped areas.• Consider installing a water managementsystem to monitor usage and reduceconsumption.• Consider methods to reduce energy use.• Use site-based features and web-basedportals to connect sustainable schooldesign features with school programs andclasswork.• When possible, and site conditions aresuitable, consider installing photovoltaicpanels to generate renewable energy.• HVAC systems should be centrallycontrolled and individual rooms should havecontrols to adjust this temperature up ordown within a set range.• During non-school hours, administrativecustodial staff must be able to controlthe HVAC system for special events orcommunity use.Emergency Preparedness• Clearly designate a place on-site to storeemergency materials.• If the site is a designated Disaster RecoveryCenter, comply with FEMA requirements.
    • DRAFT11Oakland Unified School District Design GuidelinesDesign GuidelinesLighting• Maximize use of natural lighting in buildingdesign.• Consider methods to protect privacy whileallowing natural light into rooms.• Fit windows with shading systems toreduce glare and solar heating effectsthroughout the day.• Use windows and light fixtures thatminimize glare.• Use lighting controls and fixtures that allowfor light level adjustments in instructionalspaces.HVAC/Climate Control• Ventilation systems should bring copiousamounts of fresh air to classroom areas.• Air filtration should ensure high indoor airquality.• Materials should not emit volatile organiccompounds.• Windows, temperature and ventilationshould be controllable by teachers inclassrooms.• Climate controls should be compatible withthe district’s energy management system• Classrooms, offices wings and multipurposerooms should have controls to adjusttemperature settings within a range set bythe central control system.• Spaces that may be used for communityfunctions after school hours should haveon-site climate control systems accessibleby site administrators or custodians.• Avoid placing ceiling fans under lights toeliminate flickers that may adversely affectstudents with special needs.• Mechanical, Electrical and Plumbing (MEP)Systems• Mechanical Rooms may not double asstorage space, learning environments,offices, or fulfill any other space needs.• Consider ways to generate renewableenergy on-site and install a monitoringsystem that enables such systems toconnect to educational programs.• Comply with East Bay Municipal UtilityDistrict (EBMUD) guidelines for water-efficient fixtures and reclaimed water(where available) to reduce sewageconveyance from toilets and urinals.Custodial Support• Place custodial utility rooms throughoutcampuses.• At least one custodial utility room perbuilding floor should be outfitted withrunning water.• Custodial utility rooms require spacefor storing mops, brooms, and cleaningsupplies.• Place custodial utility rooms with accessto the school grounds such that custodialstaff are able to easily maintain the entireschoolyard and all outdoor areas.• Custodial staff require at least one storageroom on campus where bulk orders may bekept, and where minor equipment repairscan be completed.• Waste collection areas should be of a sizeto accommodate 3 or 4 large receptacles,as schools may participate in multiplesorting programs.• Custodial staff require an office withstorage and a comfortable work space.Building Systems and InfrastructureCampus Design and Function
    • DRAFT12Oakland Unified School District Design GuidelinesDesign GuidelinesThe use of computer technology and accessto digital resources are important elementsof the Common Core Curriculum and SmarterBalanced Testing programs.Accordingly, facilities should align with therequirements of with current district TechnologyImplementation Specifications, which supportthese goals.Facilities should meet the following criteria:Power• Appropriate cabling and outlets should beinstalled in each room to support a varietyof network technologies and equipment.• When appropriate, at least one wall shouldhave outlets running along the entire lengthof the room.• When possible, outlets should be located atcounter-height.• Installation of power and wiring shouldfacilitate the ease of maintenance.• Consider sustainable design elements toreduce energy consumption.Communications and Information Technology• School facilities should accommodatetechnological updates over time.Technology infrastructure should be housedin such a way that provides access forreconfiguration.• Equip instructional spaces, multipurposeareas, main hallways, and exterior locationswith an intercom and bell system thatallows administrators to deliver school-wide announcements and implement a bellschedule.• Equip classrooms with a phone and pagingsystem that can make and receive calls,and enables communication with otherclassrooms and administrators.Network Access & WiFi• All classrooms should have network access.It is OUSD’s goal that all students haveaccess to a WiFi connection.• Provide sufficient network bandwidthsuch that there is sufficient capacity forcomputers at least at a 1:11 ratio to studentsenrolled in a given school.• Set up systems so that additionalbandwidth may be added in the futurewithout facility renovation projects.• When possible, mount a WiFi port withthe classroom projector and lay all cablingthrough the ceiling conduit.• Avoid installing the WiFi access point in thecorners of a room.• Consider the need for additional bandwidthcapacity to support personal devices, orways to limit network access.Server Rooms• Schools should have a secure MainDistribution Frame (MDF) and IntermediateDistribution Frames (IDF) as needed.• These MDFs and IDFs should be separatefrom all other functions, such as custodialand maintenance rooms.• Server rooms must be well-ventilated andtemperature controlled to manage overheating and enable proper maintenance.Technology
    • DRAFT13Oakland Unified School District Design GuidelinesDesign GuidelinesEntrances, Restrooms & WaterCampus Design and FunctionEntrances & Exits• All classrooms doors should provide aview panel, either within the door itselfor adjacent to it. Consider providing anadjustable shade or blinds for privacycontrol of the view panel.• Make individual rooms or a set of roomsindependently securable to allow siteadministrators to share certain parts ofcampus for other programs• All doors must be lockable from the interiorRestrooms• Restrooms should be close to classrooms• There should be separate restrooms forchildren and adults.• All kindergarten classrooms must have anadjoining restroom• Classrooms used by some Programs forExceptional Children may have additionalrestroom requirements• Use water-efficient fixtures and reclaimedwater (where available) to reduce sewageconveyance from toilets and urinalsWater Stations• Locate hydration stations throughoutcampus to provide easy access for studentsto drink and refill water bottles.
    • DRAFT14Oakland Unified School District Design GuidelinesOUSD’s classrooms will be modern, functionalspaces that support teaching and learning. Inorder to maximize sustainability and simplifymaintenance and upkeep, designs should alignwith the Collaborative for High PerformanceSchools (CHPS) best practices. Classroomsshould also be flexible so as to support a varietyof curricular pedagogies, and accommodatechanging technologies.The standard classroom guidelines areintended to support the needs of programsand curriculums at all school levels, howevercertain programs may require a variation on thismodel. Refer to the guidelines for Kindergarten/Childhood Development Center classrooms,Laboratory and Studio classrooms, PerformingArts classrooms, and Special Day Classclassrooms for further details on these spaces.CLASSROOMSIllustrative Example: Typical ClassroomSpeakers andDistributed SoundNaturalLightingSecureWindowsRunning WaterAcoustic TilesPermanent &Secure Storage(Cabinets orClosets)Large-Capacity,Multi-Use RacewaysTransparent EntranceMounts for TeachingWall Surfaces20’ - 48’20’ - 48’AdequatePower &WiringRe-configureable FurnitureNetwork Access andProjector Mount inCenter of CeilingArtificial Lighting ControlsTeacher StationIntercom/Phone/BellPortable Storage
    • DRAFT15Oakland Unified School District Design GuidelinesDesign GuidelinesCommon Core, Next Generation ScienceStandards and Smarter Balanced AssessmentsIn order to provide a consistent, clearunderstanding of school curriculums, OUSDis implementing the Common Core StateStandards, Next Generation Science Standards,and the Smarter Balanced Assessment.Classrooms in the district should supportteachers working with these standards.PedagogiesEvery school is different and every teacher isdifferent. New and renovated classrooms shouldhave equal quality across the district whileallowing many different teaching methods totake place within them.STEMOakland schools at all levels feature programsfocusing on Science, Technology, Engineeringand Math. Classrooms should accommodateflexible configurations for the hands-on project-based learned associated with these programs.TechnologyIt is essential that classrooms have the ability tosupport technology as a teaching tool, howeverthe technologies used in a classroom will evolveand be replaced dozens of times throughoutthe 100+ year life-cycle of a school building.Rather than update the necessary systems foreach new generation of educational technology,the following guidelines describe how tointegrate flexible infrastructure and modularfittings into the design of new buildings at thestart. This solution will ensure that classroomscontinue functioning as effective, modernlearning environments even as the demandsand applications of technology change.21st Century ClassroomsClassrooms0 25 50YEARS75 100ComputerHardwareComputerSoftwareRenovationsBuildingsINFRASTRUCTURE LIFE-CYCLYES
    • DRAFT16Oakland Unified School District Design GuidelinesDesign GuidelinesAn essential element of classroom design isflexibility. Classroom spaces should support avariety of potential teaching and learning styles,as well as provide appropriate accommodationsfor additional users, including after schoolprograms, adult education, and childcareservices.New classrooms must be at least 960 ft2, asper the Title V California Code of Regulations.Rooms larger than 1,000 ft2require two exits.For renovations and modernizations ofexisting spaces, evaluate costs and benefits ofclassroom re-sizing efforts.Flexible Classroom ConfigurationsClassroomsIllustrative ExamplesGroup WorkTraditional LectureVarious Group Work
    • DRAFT17Oakland Unified School District Design GuidelinesDesign GuidelinesActive Walls• When possible, all walls should have a varietyof flexible display spaces, such as:• Magnetic whiteboards• Bulletin boards• Interactive white boards and similartechnologies• Designate one wall to be the primary teachingwall, housing the classroom’s main educationaltechnologies and teaching surfaces.• The wall should be oriented such that duringinstruction, the teacher’s back does not facethe classroom door.Lighting• Lighting should provide a comfortableclassroom environment with appropriate visualconditions.• Utilize a combination of natural lighting andartificial lighting.• Artificial lighting should have brightnesscontrols and zoned variable lighting controls.• Adjustable sun shades should be installed toreduce overheating in rooms with direct solarexposure.• Window shades should provide sufficient lightinto the classroom, while establishing privacyfrom the outside.• Windows and shades must be easy tomaintain.Flooring & Wall Materials• Flooring material should be durable andscratch resistant.• Avoid carpeting and rugs.• Flooring should enable furniture mobility.• Wall materials should foster good acousticquality.• Consider sustainable flooring & wall materials.• Walls should be light-colored for high lightreflectivity.Refer to the Educations Specifications andMaterials Standards for further details.Classroom EnvironmentClassrooms
    • DRAFT18Oakland Unified School District Design GuidelinesDesign GuidelinesClimate• Align with CHPS guidelines regardingair filtration and HVAC performance andthermal comfort.• Incorporate passive ventilation andsustainable design elements and avoid A/Cwhen possible.• Avoid placing fans under lights to eliminateflickering that may cause problems forstudents with special needs.• Classrooms, should have controls to adjusttemperature settings within a range set bythe central control system.• Install interlock system that would turnoff heating and cooling when doors andwindows are opened. Maximize systemsimplicity and provide mechanism tomanually override interlocks in case ofsensor malfunction.• Moveable wall partitions are notrecommended. In classrooms withmoveable partitions, ensure that they donot disrupt the effectiveness of HVACsystems.• Post signage describing how to properlyoperate classroom climate systems toachieve optimal environmental healthconditions for students and teachers.Refer to the OUSD air quality checklists forinformation on how the District currentlyevaluates the factors that contribute to acomfortable, healthy classroom climate.Acoustics• Classrooms should be insulated fromexternal noise sources and feature acousticproperties suitable for lectures and smallgroup work.• Consider installation of acoustic panels toensure the appropriate acoustics.Refer to the Educations Specifications andMaterials Standards for further details.Classroom EnvironmentClassroomsWater• All classrooms should be equipped with asink and running water.• Classrooms should be near other sourcesof running water (bathroom, hydrationstations, teacher preparation areas).• Refer to Title V of the California Code ofRegulations for further details: (http://www.cde.ca.gov/ls/fa/sf/title5regs.asp)
    • DRAFT19Oakland Unified School District Design GuidelinesDesign GuidelinesChairs• Durable.• Easily moved and rearranged.• Separate unit from the desks.• Modular components for ease ofmaintenance• Footing material will not scratch floors• Stackable• Consider ergonomics and comfort• Appropriately sized for students at eachgrade level.• At elementary grades, individual storagemay be attached to chairs.• At middle school and high school grades,there should be no storage attached tochairs.Desks and Tables• Durable.• Appropriately sized for students at eachgrade level.• Easily moved and rearranged.• Able to be configured in variousarrangements.• Modular components for ease ofmaintenance.• Desks and tables should be chemicaland fire-safe to enable use for scienceprograms, particularly at the Middle andHigh School levels.• At elementary grades, individual storagemay be attached to desks.• At middle school and high school grades,there should be no storage attached todesks.Teacher Station• For grades 6-12 consider equippingclassrooms with a teacher podium thatfeatures:• Computer support• Audio/visual/network controls• Document camera• Easily portable• Able to be secured or lockedClassroom FurnitureClassrooms
    • DRAFT20Oakland Unified School District Design GuidelinesDesign GuidelinesPermanent Storage• All rooms should have a variety ofpermanent storage options; consult withprogram leaders to determine appropriateamount of storage.• There should be a variety of lockable,securable, and easily accessible storage.• Storage should not interfere with theventilation.• See specific needs of Kindergarten and Pre-kindergarten programs on page 15.• Consider storage that may be combinedwith teaching wall surfaces, especially insmaller classrooms.Cabinets• There should be a variety of securable andlockable ground level and wall-mountedcabinets.• Consider countertop and storageopportunities when designing cabinets.Closet• Closets should be securable or lockable.• Closets for electronics and/or potentiallyhazardous or dangerous materials mustfeature a higher level of security.• Closets may be shared between classrooms.Mobile Storage• Consider providing mobile storage,especially at the elementary grade levels.• Storage should have the ability to besecured or locked.Classroom StorageClassrooms
    • DRAFT21Oakland Unified School District Design GuidelinesDesign GuidelinesBecause educational technology isconstantly evolving, facilities should be ableto accommodate a variety of technologies,so that buildings will not require constantrenovations. Ensure that all facility designscomply with OUSD Technology ImplementationSpecifications.Educational Technologies• Classrooms should feature mounts forvariety of technologies such as:• LCD Projector System• Interactive Whiteboard• Document Cameras• There should be a variety of flexible displayspaces within the classroom.• Be mindful of mounting location to avoidglare.Intercom, Phone & Bell• All classrooms should be equipped with acommunications and paging system thatallows school-wide communication fromthe classroom.• The system should allow 2-way talk backcommunication from within the classroom.• Consider integrated systems that combinefunctions through data lines.• Systems should be sufficiently robust tocall outside of the school in emergencysituations with power or network failure.Distributed Sound• Comply with Technology Specificationsregarding voice amplification systems fordistributed sound.• Classrooms should be equipped withamplifiers and speakers to provide balancedsound coverage.• Consider room conditions such as acousticsand facility materials when determiningsound systems and during installation.Classroom TechnologyClassrooms
    • DRAFT22Oakland Unified School District Design GuidelinesDesign GuidelinesKindergarten classrooms, TransitionalKindergarten (T-K) classrooms and ChildDevelopment Centers (CDC’s) have distinctneeds and performance criteria than otherfacilities. Parts of these guidelines may alsoapply to some first and second grade-levelprograms. These guidelines should be applied inaddition to the 21st Century Classroom designguidelines described previously.Floor Plan• Kindergarten and CDC Classrooms must bea minimum of 1,350 ft2, including restrooms,storage, teacher preparation space, and“wet” and “dry” areas.• A second exit door is required in roomsover 1,000 ft2. This access point should beeasy for teachers to monitor and control.• The entire classroom should be designedsuch that the teacher can maintain sight-lines to all corners at once.• Avoid partial partitions that interfere with ateacher’s ability to monitor the classroom.• Classrooms should be flexible environmentsthat enable teachers to create differentzones for subjects such as science, art,reading, etc.• The room should also allow the entire classto sit down together as a group.Furniture and Furnishings• Furniture should be scaled appropriately forsmall children.• Furniture and furnishings should bereconfigurable for different styles of workand activities, and support the creation ofdifferent zones and learning areas in theclassroom.Water• There should be sinks appropriately-sizedfor both students and teachers.• For Kindergarten rooms, there should be atleast one sink for students, which is locatedin the restroom.• For CDC’s, an additional children’s sinkis required, which is separate from therestroom, and preferably adjacent to theplay yard entrance.Kindergarten, Transitional Kindergarten &CDC ClassroomsClassroomsStorageThere should be a variety of permanent, mobile,lockable, childproof, and easily accessiblestorage, for both students and teachers. Thesestorage types include:• Open shelving.• Deep shelving for storing oversized papers,posters, and other teaching items.• Large storage areas for hands-onmanipulative learning products.• Cupboards.• Paper cabinets with counters.• Coat racks.• Cubbies for storing student backpacks(located outside of the main teaching area).• Countertops not accessible by childrenfor storing equipment. They should beprovided both inside and outside the mainteaching area.Arroyo Viejo Child Development Center
    • DRAFT23Oakland Unified School District Design GuidelinesDesign GuidelinesTeacher Preparation AreasA space dedicated for teacher preparationshould be adjacent to Kindergarten and CDCrooms. This area should not be accessible tostudents. The teacher preparation area shouldinclude:• A variety of storage• Ample counter or table space forpreparation work and storing of tools andequipment• A sinkRestroomsClassrooms must have access to restrooms,designed specifically for pre-K and kindergartenstudents.Play YardTitle 5 of the California Code of Regulationsrequires a play yard adjacent to a kindergartenroom that is designed to develop student motorskills. This yard must be completely visible frominside the classroom to allow supervision ofchildren, and provide clear boundaries.Drop-off and Transportation ZonesClassrooms must be adjacent to parent drop-offareas, as well as transportation loading zonessuch as bus stops.Safety• All components of the classroom should besafe for young children.• Classrooms should have an open andflexible layout.• Floors should be flat without permanentraised platforms.• Use reconfigurable furniture to createspecial zones or learning areas.Refer to the California Code of Regulations forfurther details on Classrooms for CDCs andKindergarten classes.Kindergarten & CDC ClassroomsClassroomsKindergarten Classroom at Greenleaf Elementary SchoolAcorn Woodland Child Development Center play yard
    • DRAFT24Oakland Unified School District Design GuidelinesDesign GuidelinesLinked Learning is a flexible approach tosecondary education bringing togethercollege prep academics, demanding technicaleducation, support services, and work-basedlearning that, together, help prepare studentsfor success in college, career and life.OUSD offers 22 specific pathway programs inthe following industry sectors:• Arts, Media, and Entertainment• Building Trades and Construction• Education, Child Development, and FamilyServices• Energy and Utilities• Engineering and Design• Fashion and Interior Design• Health Science and Medical Technology• Information Technology• Marketing Sales and Service• Public ServicesLinked Learning & Career Technical EducationClassroomsFacility ImplicationsThe four components of Linked Learningprograms have distinct facility needs.1. College Prep Academics need classroomsthat are capable of supporting multiple modesof teaching as well as the newest educationaltechnologies. (See 21st Century ClassroomGuidelines on pages 14-21)2. Demanding Technical Education coursework may require specialized spaces, such aslaboratories and studios, with customizablefeatures. (See pages 25-26)3. Support Services for Linked Learningprograms, and career/college readiness includegroup and one-on-one services that requireprivate spaces smaller than a classroom. (SeeStudent Support Office Space Guidelines onpage 41)4. Work-Based Learning often includes fieldtrips and internship opportunities that takeplace off-site. Host schools may need to arrangefor transportation and provide facilities thatenable safe pick-up and drop-off of students.(See Parking & Transportation Guidelines onpage 54)Engineering Academy projects at Oakland TechnicalHigh School(http://bit.ly/YF25Bd)
    • DRAFT25Oakland Unified School District Design GuidelinesDesign GuidelinesFor some technical education and enrichmentprograms, the standard 21st Century Classroommodel proposed in the preceding pages mayrequire additional space and resources tosupport classroom activities. Certain visualarts, design-based, and media courses shouldbe housed in a spaces with specificationscustomized for hands-on creative projects.Like the 21st Century Classroom, StudioClassrooms should feature a flexible design ableto handle a variety of furniture and set-ups sothat specialization for a given program comesfrom the fittings the room is configured with,rather than the architectural design itself.Additional Design Features• 1,300 ft2minimum room area• Diversity of secured storage options• Flooring that is resilient, durable and easyto clean• Modular furniture and workstations• Maximum natural light• Program-specific considerations (e.g.the need for an adjacent kiln room forCeramics)Studio ClassroomsClassroomsIllustrative Example: Art/Design Studio
    • DRAFT26Oakland Unified School District Design GuidelinesDesign Guidelines ClassroomsAdditional Design Features• 1,300 ft2minimum room area• Chemical storage/Teacher preparation backroom (included in the 1,300 ft2 space re-quirement.)• Flooring that is resilient, durable and easy toclean• Modular furniture and workstations• Plumbing to support multiple sink installa-tions and a chemical eye wash station• Maximum natural light• Chemical fume hoodFor some technical education and enrichmentprograms, the standard 21st Century Classroommodel proposed in the preceding pages may re-quire additional space and resources to supportclassroom activities. Some science and STEMprograms should be housed in a space with ad-justed specifications customized for technical,hands-on projects and experiments involvinghazardous materials.Like the 21st Century Classroom, LaboratoryClassrooms should feature a flexible design ableto handle a variety of furniture and set-ups sothat specialization for a given program comesfrom the fittings the room is configured with,rather than the architectural design itself.Laboratory ClassroomsIllustrative Example: Science Laboratory
    • DRAFT27Oakland Unified School District Design GuidelinesDesign GuidelinesMiddle Schools and High Schools may featureclassroom space and practice rooms forinstrumental programs, choir, and theatre.Classrooms• Performing Arts classroom space shouldbe large enough to accommodate morestudents, dispersed furniture, and greaterlevels of activity.• Floor area should accommodate variedfurniture types and configurations, includingmodular items (choral risers, small stage,etc.)• Consider the acoustical qualities of roomdesign and building materials.• Select a location for Performing Artsclassrooms away from other instructionalprograms.• When possible, locate Classrooms nearperformance space to enable use as greenrooms, changing rooms, etc.• Enhance security for Classrooms wheremusical instruments will be stored to protectagainst theft and vandalism.• When possible, provide additional securestorage within the Classroom.• Provide fixtures and space to install built-inspeakers.• Design floor/wall conduits with capacity toallow the classroom to implement evolvingtechnology.• Classrooms should have a sink.Performing Arts ClassroomsClassroomsPractice Rooms• Locate practice rooms within or adjacent toperforming arts classrooms.• These spaces must have a window oran alternate way for teachers to easilysupervise students.• Rooms should be sound-insulated.• Programs should have access to severalpractice rooms of at least 50 ft2. Whenpossible, provide a larger space of ~350 ft2for small ensembles and groups to use.• Design conduits with capacity to allowreconfiguration and integration of varioustechnologiesInstrumental Classroom and Westlake Middle School(Note practice rooms behind teacher)
    • DRAFT28Oakland Unified School District Design GuidelinesDesign GuidelinesFacilities used by Programs for ExceptionalChildren should be planned in conjunctionwith program administrators. Each program’sspecific and unique needs will vary based onthe type of program.InclusionThe inclusion of students with special needsin classes with their peers can be facilitatedthrough elements of campus and classroomdesign. Many attributes of a classroom alignedwith the 21st Century Classroom guidelineswill support OUSD Programs for ExceptionalChildren’s goal to include every student inthe least restrictive environment as much aspossible.Examples of design features that supportinclusion are:• A variety of lockable storage for specialequipment that can be secured andaccessed only by teachers or staff.• Distributed Sound for with hearingimpairments.• Adequate technology infrastructureFurniture, materials, and storage spacecomparable to all other students in theclassroom.Dedicated FacilitiesFor students with more comprehensive needs,facilities must be planned in conjunction withthe Programs for Exceptional Children. Thesefacilities should be designed and modifiedaccording to specific and unique needs.Classrooms in dedicated facilities should not beseparated from the other classrooms, and it ispreferable that they be located under the sameroof. For these dedicated facilities, there shouldbe particular attention towards:SDC ClassroomsClassrooms
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT
    • DRAFT